Recent governmental education reform measures have emphasized school improvement by requiring schools and districts to improve school performance, including student achievement, through many avenues including professional development. Professional development is no longer concentrated solely on teachers; it now includes administrators the instructional leaders. The purpose of this qualitative descriptive case study was to explore how instructional leaders perceive their professional development and its effectiveness in improving school performance and increasing student achievement in a school district in Maryland. The central research question was: How do school administrators perceive the effectiveness of their learning opportunities in influencing school performance and student achievement? Andragogy was the conceptual framework for this study, based on the work of Malcolm Knowles and Learning Forward. Participants consisted of 20 instructional leaders from a school district in Maryland. Data collection consisted of a questionnaire, individual interviews, and a focus group. Using typological data analysis, the researcher discovered that the administrative professional development program in the Maryland school district was perceived as insufficient in addressing school performance and student achievement mandates. The themes that emerged were: Policies and Procedures, Communication, Program Development, and Improvement, Data Analysis, and Collaboration. Study findings may provide instructional leaders with a path to develop a professional development program that addresses their school and personal needs so that they can better address school performance and student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]